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British Journal of Educational Psychology

Marisol Cueli, Débora Areces, Trinidad García, Celestino Rodríguez, Guillermo Vallejo, Paloma González-Castro
BACKGROUND: Students commonly struggle with mathematics and mathematical problem-solving. Therefore, it is necessary to design and implement interventions aimed at improving these essential components of learning. Furthermore, the outcomes of these interventions can vary significantly and appear to be a function of a student's initial competencies in mathematics. AIM: This study attempts to analyse the influence of initial levels of mathematics competency with respect to the benefits of a specific intervention known as the Integrated Dynamic Representation (IDR)...
July 11, 2018: British Journal of Educational Psychology
Ruth Harmsen, Michelle Helms-Lorenz, Ridwan Maulana, Klaas van Veen
BACKGROUND: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time. AIMS: This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed...
July 11, 2018: British Journal of Educational Psychology
Lisa Bardach, Marko Lüftenegger, Takuya Yanagida, Barbara Schober, Christiane Spiel
BACKGROUND: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional outcomes. However, the potential of within-class consensus to predict socio-emotional outcomes has not yet been explored in research on mastery goal structures...
July 10, 2018: British Journal of Educational Psychology
Valentin Benzing, Mirko Schmidt, Katja Jäger, Fabienne Egger, Achim Conzelmann, Claudia M Roebers
BACKGROUND: Given the strong relationship between executive functions and academic achievement, there has been great interest in improving executive functions. School-based group interventions targeting executive functions revealed encouraging results in preschoolers and young school children; however, there is a paucity of studies in older primary school children (age 10-12). This is surprising considering that deficits in executive function performance can often be observed in this age group...
June 26, 2018: British Journal of Educational Psychology
Fiona Barlow-Brown, Christopher Barker, Margaret Harris
BACKGROUND: Beginning readers are typically introduced to enlarged print, and the size of this print decreases as readers become more fluent. In comparison, beginning blind readers are expected to learn standard-sized Braille from the outset because past research suggests letter knowledge cannot be transferred across different sizes of Braille. AIMS: The study aims to investigate whether learning Braille using an oversized pegboard leads to faster, transferable, letter learning and whether performance is mediated by either tactile or visual learning...
June 17, 2018: British Journal of Educational Psychology
Sara Scrimin, Ughetta Moscardino, Lucia Mason
BACKGROUND: Children's ability to remain focused on a task despite the presence of emotionally salient distractors in the environment is crucial for successful learning and academic performance. AIMS: This study investigated first-graders' allocation of attentional resources in the presence of distracting emotional, school-related social interaction stimuli. Moreover, we examined whether such attentional processes were influenced by students' self-regulation, as indexed by heart period variability, observed classroom climate, or their interaction...
June 11, 2018: British Journal of Educational Psychology
Gary L Canivez, Marley W Watkins, Ryan J McGill
BACKGROUND: There is inadequate information regarding the factor structure of the Wechsler Intelligence Scale for Children - Fifth UK Edition (WISC-VUK ; Wechsler, 2016a, Wechsler Intelligence Scale for Children-Fifth UK Edition, Harcourt Assessment, London, UK) to guide interpretation. AIMS AND METHODS: The WISC-VUK was examined using complementary exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) for all models proposed by Wechsler (2016b, Wechsler Intelligence Scale for Children-Fifth UK Edition: Administration and scoring manual, Harcourt Assessment, London, UK) as well as rival bifactor models...
June 4, 2018: British Journal of Educational Psychology
Ulrike Kipman, Anton Kühberger, Belinda Pletzer
BACKGROUND: There is little research on how to best introduce children to stochastics. In general, demonstration and concrete experience seem to be necessary to establish good understanding of stochastics in children. Pupils seem to be able to develop an intuition on stochastic thinking when they actively solve probabilistic problems and carry out probability experiments based on age-adequate content and materials. AIMS: This study investigates how activity-oriented education can improve stochastics achievement of children...
May 4, 2018: British Journal of Educational Psychology
Hannah J Thomas, James G Scott, Jason M Coates, Jason P Connor
BACKGROUND: Intervention on adolescent bullying is reliant on valid and reliable measurement of victimization and perpetration experiences across different behavioural expressions. AIMS: This study developed and validated a survey tool that integrates measurement of both traditional and cyber bullying to test a theoretically driven multi-dimensional model. SAMPLE: Adolescents from 10 mainstream secondary schools completed a baseline and follow-up survey (N = 1,217; Mage  = 14 years; 66...
May 3, 2018: British Journal of Educational Psychology
Michelle Jayman, Maddie Ohl, Bronach Hughes, Pauline Fox
BACKGROUND: Policymakers are focusing increased attention on the role of schools to promote and support children's mental health, and evidence-based models of good practice are in demand. Pyramid Club is a school-based, socio-emotional intervention, demonstrably effective with primary-aged pupils. AIMS: This study extends previous Pyramid Club evaluations by examining effectiveness with pupils in early secondary education; service users' perceptions and experiences were investigated to increase understanding of Pyramid's impact, thus supporting enhanced practice...
May 1, 2018: British Journal of Educational Psychology
Madeline Crosswaite, Kathryn Asbury
BACKGROUND: Despite a large body of research that has explored the influence of genetic and environmental factors on educationally relevant traits, few studies have explored teachers' beliefs about, or knowledge of, developments in behavioural genetics related to education. AIMS: This study aimed to describe the beliefs and knowledge of UK teachers about behavioural genetics and its relevance to education, and to test for differences between groups of teachers based on factors including years of experience and age of children taught...
April 26, 2018: British Journal of Educational Psychology
Nicola Yuill, Amanda Carr
No abstract text is available yet for this article.
June 2018: British Journal of Educational Psychology
Min Kyung Lee, Sara Baker, David Whitebread
BACKGROUND: Research on the relationships between parental factors and children's executive function (EF) has been conducted mainly in Western cultures. AIM: This study provides the first empirical test, in a non-Western context, of how maternal EF and parenting behaviours relate to child EF. SAMPLE: South Korean mothers and their preschool children (N = 95 dyads) completed EF tasks. METHOD: Two aspects of parental scaffolding were observed during a puzzle task: contingency (i...
June 2018: British Journal of Educational Psychology
Kim Angeles Gärtner, Verena Clara Vetter, Michaela Schäferling, Gitta Reuner, Silke Hertel
BACKGROUND: Preterm children have an increased risk regarding self-regulation development. Given the strong link between parenting behaviour (i.e., scaffolding and sensitivity) and children's self-regulation, parental training presents a promising way to counteract the negative consequences of preterm birth. AIMS: We explored the effectiveness of parental training by comparing a basic scaffolding training and a combined scaffolding/sensitivity training to an active treatment-control group (stress management)...
June 2018: British Journal of Educational Psychology
Anne Sorariutta, Maarit Silvén
BACKGROUND: Only a handful of longitudinal studies have explored the effects of both parents in early parenthood on children's cognitive development, and no study has controlled for simultaneous early childhood education and care (ECEC) experiences. AIMS: To examine the similarity of each parent's cognitive guidance and contribution to children's pre-mathematical outcomes across parent gender while controlling for amount of ECEC. SAMPLE: A longitudinal study on 66 Finnish two-parent families and their children...
June 2018: British Journal of Educational Psychology
David Tzuriel, Vered Shomron
BACKGROUND: The theoretical framework of the current study is based on mediated learning experience (MLE) theory, which is similar to the scaffolding concept. The main question of the current study was to what extent mother-child MLE strategies affect psychological resilience and cognitive modifiability of boys with learning disability (LD). Secondary questions were to what extent the home environment, severity of boy's LD, and mother's attitude towards her child's LD affect her MLE strategies and consequently the child's psychological resilience and cognitive modifiability...
June 2018: British Journal of Educational Psychology
Angelica Moè, Idit Katz, Marianna Alesi
BACKGROUND AND AIMS: Based on the principles of scaffolding for motivation and on the assumptions of self-determination theory, two studies aimed to assess the role played by perceived parental autonomy-supportive scaffolding on child homework autonomous motivation, self-efficacy, affect, and engagement. SAMPLES AND RESULTS: The results of Study 1, which involved 122 parents and their children, showed that the higher the parental autonomous motivation, the more their children perceived them as autonomy-supportive while scaffolding for motivation, and hence developed autonomous motivation, self-efficacy, and engagement in homework...
June 2018: British Journal of Educational Psychology
Nicola Yuill, Sarah Little
BACKGROUND: Mother-child mental state talk (MST) supports children's developing social-emotional understanding. In typically developing (TD) children, family conversations about emotion, cognition, and causes have been linked to children's emotion understanding. Specific language impairment (SLI) may compromise developing emotion understanding and adjustment. AIMS: We investigated emotion understanding in children with SLI and TD, in relation to mother-child conversation...
June 2018: British Journal of Educational Psychology
Claire Hughes, Naomi White, Sarah Foley, Rory T Devine
BACKGROUND: Traditional measures of school readiness are labour-intensive and do not assess family support. AIMS: The current study used the newly developed Brief Early Skills and Support Index (BESSI: Hughes, Daly, Foley, White and Devine 2015) to examine 6-month longitudinal stability and change in teachers' ratings of young children's school readiness and investigate the role of family support as a predictor of school readiness. SAMPLE: Five hundred and seventy-eight children (270 boys; 74...
June 2018: British Journal of Educational Psychology
Georgia Leith, Nicola Yuill, Alison Pike
BACKGROUND: Typical scaffolding coding schemes provide overall scores to compare across a sample. As such, insights into the scaffolding process can be obscured: the child's contribution to the learning; the particular skills being taught and learned; and the overall changes in amount of scaffolding over the course of the task. AIMS: This study applies a transition of regulation framework to scaffolding coding, using a self-regulation and other-regulation coding scheme, to explore how rich and detailed data on mother-child dyadic interactions fit alongside collapsed sample-level scores...
June 2018: British Journal of Educational Psychology
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